도덕딜레마에 나타난 대학생의 5가지 도덕지향

서미옥 한국교육학회 2012 敎育學硏究 Vol.50 No.2

Individuals differ from moral orientations when they encounter moral dilemmas. There were five categories in moral orientations by Colby and Kohlberg(1987). The five moral orientations were upholding normative order, egoistic consequences, utilitarian consequences, ideal or harmony-serving consequences and fairness. The present study was to address the relationship between the type of dilemmas and moral orientations. To accomplish this study, 179 undergraduate students were asked to respond to two Kohlbergian dilemmas and two impersonal dilemmas developed by researcher. This results were as follows. First, there were different frequencies of moral orientations per dilemmas, because type of dilemma affected on it. Heinz dilemma and Joe and father dilemma were concerned with personal dilemma, but the governor and flood dilemma and baby box dilemma were impersonal dilemma related with society. It was founded that there were a few egoistic orientation in personal dilemmas, but it was rarely founded in impersonal dilemmas. In addition to sum up, ideal or harmony-serving orientation showed the highest frequency in dilemmas, but not in governor and flood dilemma. Second, there was significantly low correlation between heinze dilemma and the governor and flood dilemma, but no correlation in another dilemmas. Third, only five participants expressed the same orientation consistently all four dilemmas. In summery, five moral orientations were inconsistent across moral dilemmas. These findings suggest that various moral dilemmas need to be considered in moral education. 개인은 각기 다른 도덕지향을 가지고 있다. Colby와 Kohlberg(1987)가 제안한 도덕지향에는 규범 질서 지향, 자기중심적 지향, 공리주의, 이상주의 혹은 조화추구적 지향, 공정성 지향의 5가지가 있다. 본 연구는 딜레마의 유형과 5가지 도덕지향의 관계를 규명하려는 것이다. 이러한 연구목적을 위해 179명의 대학생을 대상으로 콜버그의 2개의 딜레마와 본 연구에서 구성한 2개의 딜레마가 제시되었으며 5가지 도덕지향에 대한 빈도가 조사되었다. 본 연구 결과는 다음과 같다. 첫째, 딜레마에 따라 대학생들은 5가지 도덕지향의 빈도가 각기 달랐다. 그 이유는 딜레마의 유형과 관계가 있다고 해석된다. 『하인즈 딜레마』와 『조와 아버지 』딜레마는 개인(가족)과 관련된 개인적 딜레마이고, 『주지사와 홍수』와 『베이비 박스』딜레마는 사회와 관련된 비개인적 딜레마이기 때문이다. 개인적 딜레마에서는 자기중심 지향이 소수 있었지만, 비개인적 딜레마에서는 자기중심 지향이 거의 나타나지 않았다. 전체적으로 대학생들은 조화추구 지향의 빈도가 가장 높았다. 둘째, 딜레마 간의 상관을 살펴본 결과, 『하인즈 딜레마』와 『주지사와 홍수』 딜레마에서 유의하지만 낮은 상관이 있었으나, 나머지 딜레마 간에는 유의한 상관이 없었다. 셋째, 4개의 딜레마에서 모두 일치되는 도덕지향을 보여준 피험자는 5명뿐이었다. 본 연구를 토대로 도덕 딜레마의 내용에 따라 피험자들의 도덕지향이 일관적이지 않음을 알 수 있었다. 추후 도덕교육을 위해 다양한 내용으로 구성된 딜레마를 다루는 것이 도움이 될 것 같다.

초등학생용 도덕 딜레마 개발 연구

김항인 한국초등도덕교육학회 2020 초등도덕교육 Vol.0 No.68

The purpose of this paper is to explore the definition and characteristics of moral dilemma as a basic study to develop the moral dilemma for elementary school students, select moral conflicts among moral stories in elementary school moral textbooks, and analyze how they reflect the characteristics of moral dilemma. The study examined the difference between the general dilemma and the moral dilemma. The characteristics of the moral dilemma were presented as five: moral dilemma background, protagonist, selection situation, moral issue inclusion, and “Should” question. The study pointed out that moral stories in elementary moral textbooks have some moral dilemma requirements, but do not reflect balanced moral issues and stimulate elementary students' moral reasoning on the conventional level and post conventional level. Finally, the importance of follow-up studies to develop the moral dilemma for elementary school students was presented. 이 논문의 목적은 초등학생을 위한 도덕 딜레마를 개발하기 위한 기초연구로서 도덕 딜레마의 정의와 특징을 탐구하고, 초등학교 도덕 교과서에 나타난 도덕 이야기들 중 도덕적 갈등사태를 선정하여, 연구에서 제시한 도덕 딜레마의 특성들을 어떻게 반영하고 있는지를 분석하고자 하는 것이었다. 이를 위해 일반 딜레마와 도덕 딜레마의 차이를 살펴보고 도덕 딜레마가 가지는 특성을 도덕적 딜레마 배경, 주인공, 선택의 상황, 도덕 이슈의 포함, 당위적 질문 등 다섯 가지로 제시하였다. 초등 도덕 교과서에 등장하는 도덕 이야기들이 일부 도덕 딜레마 요건을 갖추고 있는 데 반해, 균형 있는 도덕적 이슈를 반영하지 못하고, 초등학생들의 인습 수준과 인습 인후 수준의 사고를 자극하지 못한 점을 지적하였다. 끝으로 향 후 초등학생용 도덕 딜레마 개발을 위한 후속 연구의 중요성을 피력하였다.

콜버그식 도덕딜레마 면접에 대한 예비교사들의 이해

김항인 ( Hang In Kim ) 한국윤리학회 2010 윤리연구 Vol.79 No.1

The purpose of this study was to investigate pre-service teachers` understanding of Kolhberg`s moral dilemma interview by letting the pre-service teachers implement moral dilemma interview to students. Galbraith & Jones(1976) presented five essential ingredients of moral dilemma: focus on the lives of the students, the course content, or contemporary society; central character; choice; moral issues; and a Should question. The participants of this study were 5 pre-service teachers who attended the researchers` moral education course. After taking the course, they implemented moral dilemmas interview to elementary, junior high school, high school and college level students. All processes of interview were recorded and transcribed. The researcher analyzed the data using the constant comparison method as a qualitative data analysis. The data were coded and categorized into 6 issues (Use of interview questions, neutrality of researcher`s role, change of central character or primary group of characters in the dilemma story, difference of in-depth questions, determination of moral reasoning stage, and epilogue of interview). The competence of pre-service teachers` using moral dilemma interview is very important when the future teachers implement moral discussion approach in their classroom because moral dilemma interview is directly related to moral discussion approach. When we develop pre-service teachers` competence of moral dilemma interview base on the results of this study, the future teachers can efficiently promote their understanding and application of moral development theory.

스포츠도덕성 딜레마를 활용한 청소년 도덕동기화 검사 개발

이기봉,강상욱 한국체육교육학회 2019 한국체육교육학회지 Vol.24 No.3

Purpose: The purpose of this study is to develop cases of moral dilemma for the measurement of sports morality in adolescents' moral conflict situations during school physical activity, and to develop test items that measure moral motivation, which is closely related to moral behavior in each dilemma case. Method: In order to develop the dilemma cases, we conducted in-depth interviews with 10 middle and high school students and 5 physical education teachers about the moral conflict situation experienced during physical activity. The questionnaires were asked to 13 experts on the content validity of the developed dilemma cases and moral motivation test items, and the questionnaires were given to 545 adolescents to test the reliability and validity of the test items. Results: First, the adolescents’ sport morality can be diagnosed by applying the 'volleyball referee', 'creative gymnastics', and 'dodgeball final' dilemma cases. Second, the moral motivation test for the diagnosis of adolescents’ sport morality is 5 questions of moral orientation and 5 items of moral emotion. Third, the motivation of moral behavior in adolescents' moral conflicts in physical activities is measured by 'volleyball referee', 'creative gymnastics', and 'dodgeball final' dilemma cases and case - based moral motivation test. Conclusion: We developed a 3 moral dilemma case and measurement of moral motivation test for measuring adolescents sport morality. Following this study, it is desirable to study the validity of large sample survey and development of moral implementation test. 본 연구의 목적은 학교 체육활동 중 일어나는 도덕적 갈등 상황에서 청소년의 스포츠도덕성 측정을 위한 딜레마사례를 개발하고, 딜레마사례별로 도덕적 행동과 관련이 깊은 도덕동기화를 측정하는 검사문항을 개발하는 것이다. 딜레마사례 개발을 위해 중‧고등학생 10명, 체육교사 5명과 체육활동 중 경험하는 도덕적 갈등 상황에 대해 심층면접을 실시하였다. 개발된 딜레마사례와 도덕동기화 검사문항의 내용타당성에 대해 전문가 13명에게 의견을 조사하였고, 검사문항의 신뢰성과 타당성 검증을 위해 청소년 545명에게 설문조사를 하였다. 연구결과는 다음과 같다. 첫째, 청소년 스포츠도덕성은 ‘배구심판’, ‘창작체조’, ‘피구결승’ 딜레마사례를 적용하여 진단할 수 있다. 둘째, 청소년 스포츠도덕성 진단 도덕동기화 검사는 도덕지향 5문항, 도덕정서 5문항이다. 셋째, 체육활동 중 도덕적 갈등 상황에서 청소년의 도덕적 행동의 동기는 ‘배구심판’, ‘창작체조’, ‘피구결승’ 딜레마사례와 사례별 도덕동기화 검사로 타당하게 측정된다. 이 연구에 후속하여 대단위 표본조사에 의한 타당화 연구와 도덕실행력 검사 개발 연구가 요망된다.

도덕과 교육에서 ChatGPT의 활용가능성 및 시사점에 대한 연구: 도덕 딜레마 토론 수업을 중심으로

하진봉 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.3

The purpose of this study is to explore the potential applications of ChatGPT in moral education and to analyze it. Specifically, we seek concrete ways to utilize ChatGPT in moral dilemma discussion model. ChatGPT, a generative and conversational AI technology, is anticipated to be useful in creating moral dilemma narratives and facilitating discussions centered around these dilemmas. Firstly, ChatGPT can be utilized to generate educationally appropriate moral dilemma stories that reflect the developmental level and interests of students, based on its pre-trained vast amount of data. In this case, if teachers adjust the prompts based on the principles of creating moral dilemma stories, ChatGPT could yield valuable educational materials. Furthermore, it is possible to have a moral dilemma discussion with ChatGPT. By clarifying a few simple rules of the discussion and initially stating student's position, a debate involving arguments, refutations, and counter-refutations can take place. In this process, both students and teachers need to fully understand the purpose, process, and features of the moral dilemma discussion. For ChatGPT to be used as a desirable educational tool in moral education, it is important to accurately recognize the general limitations of ChatGPT and its limitations in the context of moral education, and to maintain a complementary relationship between ChatGPT and human educators and students.

청소년의 도덕적 민감성 측정을 위한 탐색적 연구

이명숙 한국청소년학회 2011 청소년학연구 Vol.18 No.8

This study is an exploratory study to develop the methodology of moral sensitivity measurement for Korean youths. Theoretical literature is reviewed on the topic of morality and ethics and Four-Component Model of morality, which is proposed by J.R. Rest, is stressed. He emphasizes the importance of "moral sensitivity"- the first component of morality- in facilitating the moral action. Furthermore, the concepts of role-taking, empathy, and priority of values are reviewed in relation to moral sensitivity. Several moral sensitivity tests in the area of professional ethics have been developed, however, moral sensitivity test for youths has never been developed in Korea and abroad. This study is implemented the following three steps; first, nine moral dilemma stories are abstracted from the literature review; second, the dilemma stories are rated on the 7-point Likert scale by youth workers, based on the suitability for Korean youths ranged the age of fifteen through nineteen. In addition, the reasons of unsuitability of dilemma, if there is, are asked to describe. The most unsuitable dilemma is on the issue of 'prostitution'; the most suitable dilemma is on the issue of 'internet identification(ID)'. As a final step, the 'interne ID' story which is originally outlined from the in-depth interview reports of Korean youths, is selected as a dilemma story for further study. As a conclusion, several practical recommendations are proposed for youth programs of moral sensitivity. Comments for further research are proposed to focusing the similarities and differences of moral sensitivity between different socio-cultural backgrounds. 본 연구는 청소년의 도덕에 관한 민감성 측정도구를 개발하기 위한 연구의 초기단계로서 청소년에게 적합한 도덕적 민감성의 내용과 측정방식을 탐색하였다. 문헌연구를 통해, 윤리와 도덕에 관한 관점을 고찰하면서 레스트가 제안한 도덕성의 4-구성요소 모형 및 제1 구성요소인 도덕적 민감성이 도덕적 행동 실천에 미치는 중요성을 고찰하였다. 또한 도덕적 민감성을 구성하는 하위요소로서 역할채택 능력과 공감 능력, 그리고 개인이 갖는 가치의 우선성에 대한 개념적 고찰도 병행하였다. 주로 의료 및 경영․회계 분야에서 개발되어 사용중인 도덕적 민감성 측정도구들의 개관을 통해, 청소년에게 사용할 도덕적 민감성 측정도구가 아직 국내외에서 개발되지 않고 있음을 확인하였다. 본 연구에서 채택한 방법은, 문헌분석을 통해 도덕적 딜레마 사례들을 9종 선정한 다음, 청소년전문가들에게 15세~19세 청소년에 대한 내용 적합성을 7점 척도에 판정케 하고 부적절하다고 판정한 이유를 기술케 하였다. 청소년에게 가장 부적합하다고 판정된 딜레마스토리는 ‘매춘’이고, 가장 적합성 점수가 높은 스토리는 ‘인터넷실명제’이었다. ‘인터넷실명제’ 스토리는 실제 한국 청소년 20명을 대상으로 한 심층면접에서 나온 의견들을 토대로 작성된 것이다. 최종적으로 선정된 ‘인터넷실명제’ 스토리는 전문작가의 윤문 작업을 거쳐 후속연구를 위한 도덕적 민감성 딜레마로 선정하였다. 끝으로, 도덕적 민감성을 증진시키기 위한 청소년프로그램의 방향성을 제안하고, 다양한 사회․문화적 환경에서 성장하는 청소년들의 도덕적 민감성을 진단하여 유사점과 차이점을 밝힐 후속연구의 필요성을 제시하였다.

의과대학 윤리,인성 교육을 위한 딜레마 토론의 활용

홍성훈 연세대학교 의과대학 2009 의학교육논단 Vol.11 No.2

The current medical practices in Korea have raised many new ethical issues. The current education system in medical colleges, however, is finding it difficult to cope with these rapidly arising medical issues. Many educators, therefore, became much more concerned about the importance of ethics and character education in medical colleges, but teaching methods or educational programs centered around the same have not yet been developed. Dilemma discussion is regarded as an available teaching method but is not frequently used in medical education. In this respect, this study aims to apply dilemma discussion programs to ethics and character education for medical students. It was discovered that dilemma discussion is an effective instructional method for enhancing the moral reasoning ability of medical students. According to Rest°Øs theoretical framework, however, a dilemma discussion program focuses on two components of morality: moral judgment and moral sensitivity. Moral judgment and moral sensitivity are major components in predicting moral behaviors. Therefore, the target of dilemma discussion programs is to focus on these two components. It is reasonable to integrate moral judgment with moral sensitivity for ethics and character education in medical schools. The current medical practices in Korea have raised many new ethical issues. The current education system in medical colleges, however, is finding it difficult to cope with these rapidly arising medical issues. Many educators, therefore, became much more concerned about the importance of ethics and character education in medical colleges, but teaching methods or educational programs centered around the same have not yet been developed. Dilemma discussion is regarded as an available teaching method but is not frequently used in medical education. In this respect, this study aims to apply dilemma discussion programs to ethics and character education for medical students. It was discovered that dilemma discussion is an effective instructional method for enhancing the moral reasoning ability of medical students. According to Rest°Øs theoretical framework, however, a dilemma discussion program focuses on two components of morality: moral judgment and moral sensitivity. Moral judgment and moral sensitivity are major components in predicting moral behaviors. Therefore, the target of dilemma discussion programs is to focus on these two components. It is reasonable to integrate moral judgment with moral sensitivity for ethics and character education in medical schools.

윤리교육이 간호사의 도덕판단에 미치는 영향

김용순 ( Kim Yong Soon ) 한국간호과학회 2000 Journal of Korean Academy of Nursing Vol.30 No.1

This main purpose of this study was to assess the effects of two different types of ethics education on the moral judgement of clinical nurses. One type was free discussions among nurses with given specific moral issues and the other type was discussions guided by experts on specific moral issues. The study employed a quasi-experimental, nonequivalent pre test-post test design using two different control groups. The conceptual framework of the study was derived from the Kohlberg's Moral Development Theory (1969) and the Greipp's Ethical Decision-Making Model (1992). The data was collected during the period of October 14 through December 15, 1998. Sample consists of 32 nurses working in the ICU who met research criteria. 16 nurses were assigned to the free discussion group and 16 nurses to the group for the guided discussion with experts group. For the pre-test, the DIT which was developed by Rest (1984) and JAND by Ketefian (1998) were used with some modification by the author. After the education, only JAND was used to assess the changes in moral judgement. The collected data was analysed using SPSS PC program. The findings are as follows: 1. There was no significant difference between two groups in their general characteristics. Only difference which was statistically significant between two groups was that realistic score on Case 3/Medical Research and Autopsy was higher in the free discussion group. 2. Hypothesis 1: There will be a difference on the moral judgement of nurses before and after they receive an ethics education. This hypothesis was supported partially. Those who had low scores on moral judgement before the education tended to have higher scores after the education on the same issues. And, after the education, the nurses tend to give lower scores on the dilemmas they had experienced frequently at work; while giving higher scores on those dilemmas they had no prior experience. 3. Hypothesis 2: The effect of education may differ depended upon the moral development index [P(%)] score of nurses. The effect of education was different depend on moral development level. The group who's P(%) scores was low at the pretest has higher scores in realistic moral judgement after the education, while the groups with middle or high P(%) scores went down after the education. These changes were statistically significant in some cases, thus, the Hypothesis 2 was partially supported 4. Hypothesis 3: The method of ethics education will have different effects on the moral judgement of nurses. Even though several nurses attended the guided discussion stated that the education program broadend their perspectives the difference between two groups was not significant and this hypothesis was not supported. In conclusion, both types of ethics education had helped the nurses to acquire the skills to deal some nursing dilemmas. The effects of ethics education may differ according to the moral development index - P(%) score. However, because of some of the limitations of this study, mainly small sample size, short term education, unable to control other variables which may affect moral judgement of nurses, further research is warranted.

딜레마 토론을 활용한 협동학습에서의 도덕적 민감성 연구

최지영(Choi, Jiyoung) 한국열린교육학회 2010 열린교육연구 Vol.18 No.4

본 연구는 딜레마 토론을 사용한 대학의 협동학습수업에서 예비교사의 도덕적 민감성이 어떠한 양상과 특징을 보이는지 탐색하고, 예비교사의 도덕성 교육 프로그램개발을 위한 기초 자료를 제공하는 것을 목적으로 하는 실행연구이다.본 연구에 참가한 학생들은 광역시에 소재하고 있는4년제 대학의 사범대학에서 교육심리 과목을 수강하고 있는 사범대학생 46명이다. 본 연구의 주요 결과는 다음과 같다. 첫째, 본 연구에서 사용한 도덕적 딜레마 중 교사의 새치기 사례는 교사들이 평소에 도덕적으로 심각하다고 생각하지 않지만 도덕적으로 문제가 될 수 있는 대표적인 사례로, 교사의 편견과 차별은 심각한 도덕적 문제를 포함하고 있는 대표적인 사례로 각각 선정되었다. 두 사례에 대한 딜레마 토론상황에서 모두 도덕적 민감성의 세 가지 주요 특징인 상황의 도덕적 측면의 인식,타인에 대한 영향 고려,책임윤리의 발현이 나타났다. 둘째, 딜레마 토론을 통해 교사의 편견과 차별에 대한 예비교사의 생각이 어떻게 변화되었는지를 분석한 결과, 예비교사의 도덕적 민감성이 향상된 것을 알 수 있었다. 셋째, 예비교사들은 딜레마 토론 상황에서 다른 조원들과의 상호작용을 통해 간접경험의 확대, 사고의 다양성 및 유연성과 사고의 정교화를 포함하는 인식의 확장,정서적 안도감을 경험하는 것으로 나타났다.본 연구는 예비교사의 도덕성을 향상시킬 수 있는 교수-학습모형으로서 협동학습 상황에서의 딜레마 토론의 유용성을 논의했다는 점에서 의미가 있다. 마지막으로 본 연구결과로부터 도출되는 교육적 시사점과 후속연구에 대한 제언을 하였다. The purpose of the study is to explore the moral sensitivity of pre-service teachers in cooperative learning using dilemma discussion. The study also provides empirical evidence in order to develop educational programs for improving the morality of pre-service teachers. Major components of cooperative learning are applied to the class including discussions and jigsaw activities. The participants in the study were 46 students enrolled in the College of Education, from a university located in a metropolitan city. The results of the study highlighted several areas of interest. Firstly, two moral dilemmas were chosen for the dilemma discussion in cooperative learning. One dilemma was based on a teacher cutting in line. This may seem like a trivial situation but this can be problematic in the moral domain. The other involved a teacher’s prejudice and discrimination to serve as severe moral problem. In both cases, three aspects of moral sensitivity appeared: cognition of the situation’s moral aspect, consideration of the impact on others, and responsibility ethics. Secondly, pre-service teachers’ moral sensitivity improves in the process of dilemma discussion. Thirdly, through interaction in the dilemma discussion, the extension of indirect experience, an increase in awareness of diversity, flexibility, and elaboration of cognition, and emotional security all appeared. This study is significant in that the utility of cooperative learning is discussed as a teaching-learning model to improve pre-service morality. Finally, educational implications and suggestions for future studies are addressed.

의과대학 윤리·인성 교육을 위한 딜레마 토론의 활용

홍성훈,Hong, Sung-Hoon 연세대학교 의과대학 2009 의학교육논단 Vol.11 No.2

The current medical practices in Korea have raised many new ethical issues. The current education system in medical colleges, however, is finding it difficult to cope with these rapidly arising medical issues. Many educators, therefore, became much more concerned about the importance of ethics and character education in medical colleges, but teaching methods or educational programs centered around the same have not yet been developed. Dilemma discussion is regarded as an available teaching method but is not frequently used in medical education. In this respect, this study aims to apply dilemma discussion programs to ethics and character education for medical students. It was discovered that dilemma discussion is an effective instructional method for enhancing the moral reasoning ability of medical students. According to $Rest^{\circ}{\phi}s$ theoretical framework, however, a dilemma discussion program focuses on two components of morality: moral judgment and moral sensitivity. Moral judgment and moral sensitivity are major components in predicting moral behaviors. Therefore, the target of dilemma discussion programs is to focus on these two components. It is reasonable to integrate moral judgment with moral sensitivity for ethics and character education in medical schools.